RURAL WORLD LINKS-RUWOL

We are supporting Computer-assisted Learning (CAL) for example, in primary education plays a crucial role in laying the foundation for a child's learning journey. In this setting, CAL is often utilized to introduce fundamental concepts in subjects like mathematics, language arts, and science. Interactive and engaging educational games, tutorials, and multimedia content cater to the diverse learning styles of young learners. CAL in primary education aims to make the learning process enjoyable, fostering a positive attitude toward education from the early stages.

CAL in Secondary Education

In secondary education, computer assisted education becomes more sophisticated, aligning with the advanced academic requirements of students. CAL tools are integrated into the curriculum to supplement traditional teaching methods. Virtual labs, simulations, and interactive platforms are employed to provide hands-on experiences and deepen understanding in subjects such as biology, physics, and chemistry. Additionally, CAL in secondary education often includes online resources, collaborative learning platforms, and adaptive technologies to address the diverse needs and interests of students during their formative years.

CAL in Higher Education

At the higher education level, CAL takes on a more advanced and specialized role. It becomes an integral part of various disciplines, offering online courses, virtual labs, and multimedia resources that complement traditional lectures. CAL in higher education facilitates self-directed learning, allowing students to access lesson materials at their own pace. Learning Management Systems (LMS) are commonly used to organize course content, track progress, and facilitate communication. Moreover, in professional fields, computer assisted technology is utilized for skills training, providing realistic simulations and scenarios to prepare students for real-world challenges.

There are a number of widely acclaimed online platform offering a vast array of free educational resources, and some have revolutionized language learning through gamified approach. By integrating CAL elements such as interactive exercises, quizzes, and real-time feedback, engaged users in language acquisition, making it one of the most popular language learning apps globally. And others have prominent example of computer assisted education at the higher education level, with a wide range of online courses and specializations from renowned universities and institutions, and made higher education accessible to a global audience. Its adaptive learning features cater to diverse learning styles.

Google Classroom is also a widely used Learning Management System (LMS) that incorporates CAL features. It enables teachers to organize assignments, provide feedback, and engage students through collaborative tools. Google Classroom streamlines the educational process, fostering effective communication and digital collaboration.

These examples illustrate the diverse applications of computer assistant learning across different educational contexts, showcasing its effectiveness in making learning more engaging, accessible, and tailored to individual needs.

In conclusion, Computer-assisted Learning (CAL) represents a transformative force in the realm of education, reshaping traditional teaching methodologies and expanding the horizons of learning possibilities.

The versatility of CAL is exemplified in its ability to adapt to different education levels, from primary education to higher learning, catering to the specific needs and developmental stages of learners. Successful implementations would make education more accessible, engaging, and tailored to individual learning styles.

Our solution provides learners with computer aided learning, especially the poor children affected by long conflicts.While all sort of written information were widely used in education, studies showed that visual perception is very important in learning. For this purpose new teaching strategies were developed using computer. The aim of this project is to support the roles of computer in education and to make a comparison of computer aided education vs. traditional education. Computer aided education (CAE) system is a key to improve the effectiveness and the quality of education system. Computer education forms a part of the school and college curricula, as it is important for every individual today.

Everyone is free to use our service. We offer free library, computer and internet training to children and teachers and also get some revenue from business users, and other academics or private learners and researchers, and there have been other, more substantial benefits as well. The people of the north had been separated not only by distance from Kampala, the country’s administrative centre, but also by the lack of information. In many remote areas newspapers were not available, and there was no phone service. But now, many people can rally support to our project, as “Grace Apwoyo the director of WAGER, says” the people have now been brought closer to their brothers in the south, closer to their government and closer to their parliament. It has brought the schools together and brought us information about our country and elsewhere’.

We are working with up country population in northern Uganda, who are still recovering from the effects of the twenty years’ insurgencies, the community who are poor, under served and under developed.

We understand that providing Emerging Innovations in Information and Communication Technologies in supporting areas such as Agricultural, Rural Development, Research, Health, business and education, would enable these communities recovering from the over 20 years’ insurgencies change their lives faster than doing things the traditional way. The rural areas in Uganda used to rely only on radios for information regarding their security, livelihoods and other matters which concern them, now Rural World Links-RUWOL is providing free library, computer and the internet and also training rural communities to use  the computers and internet, even on  mobile phones, which are among the ICTs that are transforming the way the public and smallholder farmers obtain information essential to improving their lives and farm productivity or market their produce. Free internet and the library are vital in support of the fastest-growing competition in socio economic development and market for ICTs and research information providers; to enable rural people get out of poverty and their traditional farming methods so as to improve livelihoods. Africa has become a hotbed for innovation in the internet and mobile applications, including those designed for smallholder farmers. Mobile apps are mushrooming for a wide range of tasks, including money transfer, price information, advisory services, weather, health, education, business, plant health, farm management, veterinary services and data collection, thus RUWOL is bringing people closer to this global change. Innovation is critical in any field, and rural development is no exception.

RUWOL targets communities, and Partners that strive to constantly provide innovative products and services specifically tailored to the needs of the people they serve. Several studies show that offering complimentary free services, such as computer skills or internet usage, can enhance the impact of improved livelihoods services.

Innovative products and services include a wide variety of possibilities from access to computers and the internet, including library services that allow users and borrowers to send and receive information through exchange messages. Partners who offer innovative ideas and support our information technology-based solutions to the people they serve are awarded the Focus on Innovation badge by RUWOL.

We understand that, there may be many ways to introduce computer aided learning in schools. So for example, a good place to start could be by making the users, teachers and students, to understand the different types of technology available. There are three different types: hardware, software, and cloud-based services. Hardware refers to devices that you can see and touch—like laptops or smartphones. Software is simpler programs that run on top of hardware. Cloud-based services are applications that run over the Internet and do not require a physical device for use.

 After training, teachers would then have many ways to use technology in their classrooms. It is important to understand the different types of technology, so they can effectively choose what will work best in each situation.

Once teachers understand these basic concepts, it is easier for them to choose which type of technology is best for their classroom environment. For example, if a teacher has limited space in their classroom but wants students to be able to collaborate on projects together remotely, then cloud-based services would be an ideal choice for this situation since they do not require a specific device for use but rather just access from any computer with internet access (or even from a smartphone) and more. 

The project is to improve access to information in remote rural areas of northern and north eastern Uganda, many of which still need to exploit the potential of information communication technologies (ICTs). 

This Projects face the challenge of sharing information with  people who have little experience of ICTs, the underserved communities, low levels of literacy, little time or money, and highly contextualized knowledge and language requirements, where there is high level of poverty, poor health services, low agricultural outputs, resulting to food insecurity, and  also high unemployment. This project characterizes this as the challenge of ‘connecting the first village’ and aims to answer the question “What is best practice in connecting the first remote village?” through an analysis of the project and a case study based on practical experience of an ICT for development project in other countries in Africa and to offer recommendations for practitioners and suggestions for further research. 

As a result of our efforts and the long-term work of other organizations in the area, the level of literacy among the local people has noticeably improved to the tune of over 30%.Children are picking up internet usage and learning, as well as farmers are able to access information about improved farming techniques, which has enabled them to increase crop yields, and to market their produce. The internet has also brought access to the latest medical information and counseling, so there is now far greater awareness of HIV/AIDS and methods of prevention. The system also provides communication links between the communities and government and the various rural hospitals so that people have better access to prompt medical attention. 

Some of the people living in the rural areas are now also making use of web 2.0 technologies. A group of residents in the region, for example, have formulated detailed proposals to attract funding for educational and farming projects, and have posted them on to donors of their choice. Many business people are doing serious businesses online through our centre. Information is power, when communities improve their livelihoods and farmers improve their harvests; they pull themselves out of poverty. They also start entrepreneurial skills and farmers start producing surplus food for their neighbors. When the public/farmers prosper, they eradicate poverty and hunger in their communities.

Because with this award donation, the existing installation will be extended in two additional phases enabling opening additional centres in Otuke Town council as the centre for far North and North-Eastern Uganda. The whole centres will serve approximately 1 million formerly internally displaced people in a region covering around one third of Uganda. The new centres will extend well beyond the current captured areas, as peace spreads across the north of the country, the people there will continue to benefit from the communications and information exchange. We plan to extend the project to 6 major town councils in northern Uganda within the next three years. Now as the conflict has ended and the people have since returned to their homes, these 6 major centres have reverted to their original functions having easy access by the target communities.

This is a bit unique!

Some people might ask: why provide free computer and internet services when the people have just returned from the IDPs and have a greater need for more essential services? The answer, for us, is that if you have got internet access you can find or ask for any assistance and let people know you better. There are some other obvious benefits too. The people living in the affected areas now have a communications system that will work in all needs including emergency situations, enhance children education, plus they have the chance to contact international humanitarian organizations and the media to inform them of their plight. 

The role of information and knowledge in poverty alleviation and rural development is contentious. Whilst it is clear that information is central to development, practitioners struggle to define a causal link between information and development outcomes. In this project it is important to note that the role of information and of knowledge in development and information sharing in itself does not necessarily lead to development outcomes, unless the processes are in place to support the transformation of information into knowledge. Free computer training and internet or ICTs and free access can potentially play a valuable role in sharing information rapidly and effectively. Developments in the ICTs industry such as convergence and reducing costs lead to hopes that technology leapfrogging will help to bridge the ‘digital divide’. In practice, ICT for development projects face criticism for being top-down or neglecting the local context or viewing development through a technological lens. Practitioners have difficulty identifying how a project has contributed to development goals, how to monitor and evaluate that contribution, 

In our project we evidence from existing projects which suggests that the success of many projects is ‘situated successes in the sense that the project has worked due to a particular combination of local factors such as a strong champion or good timing. But there are also processes that other practitioners may highlight as contributing to the success of such projects in their areas. 

The key factors that contributed to the success of our projects and the activities which constitute best practice are summarized below: 

1. Start from the people, not the technology 

Starting from community priorities and understand local power dynamics, minimizing social exclusion, strengthening social capital 

2. Blend ICTs with traditional information systems 

Building on existing information systems, choosing appropriable technologies, Adapting to local infrastructure 

3. Share information that users can appropriate 

Researching information needs, developing appropriable materials, two way knowledge sharing, creating demand for the service, build strong partnerships, incentivizing partners with complementary strengths,  working with infomediaries and build capacity of infomediaries 

5. Plan for a sustainable project 

Plan for financial sustainability and incorporate social and institutional sustainability 

6. Share lessons from the project 

Monitoring and evaluating 

Sharing lessons with practitioners and donors 

There are many other important applications that will help to improve the lives of people in the area. Tackling illiteracy is one example. Our team provides training for both adults and children in how to use a computer, especially Microsoft office packages and the internet, how to create and save documents, and how to type. We hold daily classes for non school children and adults, including weekly classes for teachers and students on weekends, in all of these subjects in the Lira town centres or our internet site and school children can use the internet to assist them in their studies, business people can now do much of their businesses online. We have 15 computer technicians, including 5 assistants and 7 volunteers conduct a class of 40 for every 2 hours per computer. Our local administrator has also set up an internal website so that people can practice reading and writing, access tutorials, search the internet and post messages for each other and more.

We believe the project has the potential to provide a communications system that can transform learning for poor children as well as provide daily activities in the rural areas, where previously there were no any form of information systems and technology and also benefit from the now with rural electrification ptogramme providing power. This first phase of the project now connects people with information needs on various matters of concern. The network is available for all types of communication needs, such as health, education, environment, climate change, safety, inclusion, farming, post harvest management, markets, and jobs, including logistics, emergency notifications, teacher training, consultations between clinics and doctors, communicating with donors, and getting out critical information on the human rights violation and more.

Free internet education progamme, is an initiative that supports the improvement of academic achievement with the integration, innovation, and use of technology, targeted at one or more schools in high-need, poverty-line communities. The manner in which this type of technological promotion is to be achieved is by assuring computer literacy to each student by the end of their eighth-grade term. Additionally, teachers must integrate the use of technology into their class lesson plans and curriculum. For this reason, Ed-Tech support grant money may be used to train teachers, staff and all educational personnel in the use of technology, multimedia, Internet, computer programs. 

Free internet service for poor children is enhancing Education through Technology with the desired outcomes such as:

Giving access to infrastructure that provides wide-spread and remote access so students can use technology even in geographically isolated regions. Enhanced academic achievement for poor students that aligns with international standards, as well as providing computer literacy in students by the end of eighth grade. Promote family involvement in education, improve computer literacy in parents and families, and improve communication among schools, students, and parents.

 Expected to be Achieved Through:

Partnerships and initiatives for acquiring, building, developing, connecting, implementing, improving, maintaining, and supporting technology solutions. Professional development in academic areas such as Reading, Mathematics, Language Arts, Social Studies, Science, as well as ESL /ELL Integration of technology with class lessons and curriculum Rigorous evaluation and monitoring of student progress, especially through the use of technology. Use of technology, partnerships and initiatives to reach poor students, parents and families, and to connect them to schools, and also that they can carry out more research and more.

The organization develops partnerships with other agencies, local community, social and educational organizations, technology companies, including software developers, and with entrepreneurs. Further partnerships had been established with Microsoft technicians, which provide special reduced rates for anyone at the RUWOL computer centres who want to follow its computer and Networking Academy courses. These partnerships have helped RUWOL offer a wide range of services that are affordable and free services that still ensure the computer centres can make them viable. The organization also provides regular training courses for the centre staff and managers. The courses help managers develop services that the local communities want, and give advice on how to promote the computer centres. 

Computer aided education system is a key to improve the effectiveness and the quality of education system. Conventional education system, which is using a book or hardcopy material, can easily make the student to feel bored and complicated to understand what they have learnt in class.

We have 15 computer technicians, including 5 assistants and 7 volunteers working on full time, who conduct a class of 40 for every 2 hours per computer. Our local administrator has also set up an internal website so that people can practice reading and writing, access tutorials, search the internet and post messages for each other and more.

This organization was founded 8 years ago with the aim of sharing knowledge and improving rural livelihoods. We used books and radios to give information to the communities we serve. Now with emerging technology we found it useful to change our approach to computers and the internet besides the library, for better service delivery. The idea was to bring technology to underserviced areas of northern Uganda, places that had seen little investment in the country’s history. Many of these places, have had serious insecurity over the past 20 years, but they still do not have access to technology.

In 2017, RUWOL Community Technology Centres started to look at ways to bring ICTs to communities in these areas. The organization was aware of previous attempts to introduce specialized technology centres to communities in the country, and was determined not to make the same mistakes. RUWOL started with a few computers centre in 2017, with the intention of running it for around 12 months to test their model of establishing sustainable computer centres through affordable services and electronic learning opportunities. A local community organization became interested in the work, and soon after went into partnership with RUWOL to open a second centre. This opened up a network of similar organizations operating in the town and, as word spread, a number of local supporters enabled the centres to rapidly expand. With your support, we see a future where every child in northern Uganda and parents as well as farm family has the information, knowledge, materials, and support necessary to satisfy their basic needs. RUWOL’s vision is to become one of the world's most impactful organizations and to serve millions of people and farmers in the rural areas.

Free internet and the library are vital in support of the fastest-growing competition in socio economic development and market for ICTs and research information providers; to enable rural people improve their learning and education, health as well as get out of poverty and improve their traditional farming methods so as to improve livelihoods. Africa has become a hotbed for innovation in the internet and mobile applications, including those designed for smallholder farmers. Mobile apps are mushrooming for a wide range of tasks, including money transfer, price information, advisory services, weather, health, education, business, plant health, farm management, veterinary services and data collection, thus RUWOL is bringing people closer to this global change. Innovation is critical in any field, and rural development is no exception.

The organization develops partnerships with other agencies, local community, social and educational organizations, technology companies, including software developers, and with entrepreneurs. Further partnerships had been established with Microsoft technicians, which provide special reduced rates for anyone at the RUWOL computer centres who want to follow its computer and Networking Academy courses. These partnerships have helped RUWOL offer a wide range of services that are affordable and free services that still ensure the computer centres can make them viable. The organization also provides regular training courses for the centre staff and managers. The courses help managers develop services that the local communities want, and give advice on how to promote the computer centres.

As a result of our efforts and the long-term work of other organizations in the area, the level of literacy among the local people has noticeably improved to the tune of over 30%.Children are picking up internet usage and learning, as well as farmers are able to access information about improved farming techniques, which has enabled them to increase crop yields, and to market their produce. The internet has also brought access to the latest medical information and counseling, so there is now far greater awareness of HIV/AIDS and methods of prevention. The system also provides communication links between the communities and government and the various rural hospitals so that people have better access to prompt medical attention. Benefits and revenue are received from other internet users, such as business men, and other academics, researchers and more.

Some of the people living in the rural areas are now also making use of web 2.0 technologies. A group of residents in the region, for example, have formulated detailed proposals to attract funding for educational and farming projects, and have posted them on to donors of their choice. Many business people are doing serious businesses online through our centre. Information is power, when communities improve their livelihoods and farmers improve their harvests; they pull themselves out of poverty. They also start entrepreneurial skills and farmers start producing surplus food for their neighbors. When the public/farmers prosper, they eradicate poverty and hunger in their communities.

We will strive to expand our service as far as we can and attract more donors in order to serve the people better as we try to make our information more accessible and attempt to satisfy the algorithms created by the services to get them better. We need to attract and keep users and so the user registration stage will evolve. The internet service will automatically become very sustainable as users gain both interests and benefits, private users and organizations will come on board to access their businesses and more, bringing in funds to sustain the service as well as support to provide services to schools for free. On the other hand we will be required to register with just about every website we visit if we are to access a little snippet from the website owner. This user base suddenly gives rise to financial valuations being made of websites as information was now being gathered about the user, albeit just their name and email address. Once we start registering our names with websites, we become a part of the Internet and we will now be able to have our say and be able to share our own information with other users on the Internet. The sharing of information and data with our peers is now history.

With this award donation, the existing installation will be extended in two additional phases enabling opening additional centres in Otuke Town council as the centre for far North and North-Eastern Uganda. The whole centres will serve approximately 1 million formerly internally displaced people in a region covering around one third of Uganda. The new centres will extend well beyond the current captured areas, as peace spreads across the north of the country, the people there will continue to benefit from the communications and information exchange for businesses, academics, research and more, so as to raise revenue to sustain the service. We plan to extend the project to 6 major town councils in northern Uganda within the next three years. Now as the conflict has ended and the people have since returned to their homes, these 6 major centres have reverted to their original functions having easy access by the target communities.